论教学设计对教学行为的影响  

Teaching designing and teaching behaviors

作　　者：娄延果[1] 郑长龙[1] 

机构地区：[1]东北师范大学化学教育研究所,吉林长春130024

出　　处：《河北师范大学学报（教育科学版）》2009年第3期139-144,共6页Journal of Hebei Normal University(Educational Science)

基　　金：教育部人文社会科学研究项目(08JA880013);吉林省教育科学"十一五"规划课题(GH08070);吉林省社会科学基金项目(2008BJYX05);东北师范大学哲学社会科学特色研究项目(NENU-SKC2007012)研究成果之一

摘　　要：教学设计有内容式、教师活动式、师生活动式、愿景式之分,教学设计存在于教案、ppt、实物器材和教师大脑之中;每一教学行为都由教与学两部分构成,可分为讲授、驱动、调控、展示、施动、交流、思辨7大类19种;教学设计是教学行为形成的始源,是课堂上教学行为运转和发挥作用的前提,是教学行为效率的保证。通过对两节化学课教学设计和教学行为的对比分析发现,不同的教学设计对讲述行为、提问行为、实物展示等行为的影响较大,从而影响了课堂教学的效果。The teaching designing varies in content, teacher activities, teacher-student activities, situational visions, written class preparations, ppt, and physical equipment. Each of the teaching behaviors comprises teaching and learning, which can be divided into lectures, drive, control, display, action, exchanges, totalling nineteen types of seven cagegories. Teaching designing is a prelude to the formation of teaching behaviors, and a precondition for the teaching performance in class, and guarantee of the teaching efficiency. A comparative is done over two classes of chemistry. The difference of teaching designing resuits in impacts on the effect of the instruction.

关 键 词：教学设计 教学行为 教学效益 

分 类 号：G423[文化科学—课程与教学论]